IUSE:EHR:Collaborative Research:The Role of Non-Cognitive and Affective (NCA) Factors in Engineering and Computing Student Academic Performance

IUSE：EHR：合作研究：非认知和情感 (NCA) 因素在工程和计算机学生学业成绩中的作用

• 批准号: 1626185
• 负责人: James Widmann
• 金额: $ 47.93万
• 依托单位: California Polytechnic State University Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-10-01 至 2022-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1626185&HistoricalAwards=false
• 关键词: IUSE; EHR; Collaborative; Research; Role

Engineering and computing education remains a critical ingredient for US competitiveness, workforce development, and technological supremacy now and into the future. Understanding the ways in which students succeed and fail in STEM majors, and developing powerful ways to support them, will pay dividends for our students, our institutions, and our nation. This project is completing the first national, comprehensive study of the role of non-cognitive and affective (NCA) factors, including personality, grit, identity, and many others, in student academic performance in undergraduate engineering curricula. Understanding the role of NCA factors allows the project to continue developing appropriate on-campus resources for students in need of academic or personal support. This project is demonstrating how NCA factors can indicate the kinds of support resources with highest potential to help students in need, thus enabling their continued academic success.This project uses a mixed-methods design to explore the role of NCA factors in undergraduate engineering student academic success. Across the three partner institutions, which present diverse student bodies in multiple settings, survey, interview, and intervention data is being collected and correlated to academic performance as measured by course grades using a variety of statistical techniques including regression and topological data analysis. The project has important intellectual merit because it is the first project to systematically examine student academic performance in the face of specific obstacles as mediated by their NCA profile and cognitive makeup. It demonstrates broader impact by operationalizing the "same"intervention in multiple settings, and recognizing the role of local context in the implementation and outcomes. The role of both traditionally-defined and "latent" diversity in answering the research questions holds important implications for the research and practitioner communities alike.

工程和计算机教育仍然是美国竞争力、劳动力发展和技术优势的关键因素，现在和未来都是如此。了解学生在STEM专业的成功和失败的方式，并制定有力的方法来支持他们，将为我们的学生、我们的机构和我们的国家带来好处。该项目正在完成第一个关于非认知和情感（NCA）因素（包括个性、勇气、身份和许多其他因素）在本科工程课程中学生学习成绩中的作用的全国性综合研究。了解NCA因素的作用，使该项目能够继续为需要学术或个人支持的学生开发适当的校园资源。该项目展示了NCA因素如何能够表明最有潜力帮助有需要的学生的各种支持资源，从而使他们能够继续取得学业成功。本项目采用混合方法设计，探讨NCA因素在工程本科学生学业成功中的作用。在三个合作机构中，在不同的环境中呈现不同的学生群体，正在收集调查、访谈和干预数据，并使用各种统计技术（包括回归和拓扑数据分析）将其与课程成绩相关联。该项目具有重要的智力价值，因为它是第一个系统地检查学生在面对特定障碍时的学业表现的项目，这些障碍是由他们的NCA概况和认知构成介导的。它通过在多种环境中实施“相同”干预措施，并认识到当地环境在实施和结果中的作用，展示了更广泛的影响。在回答研究问题时，传统定义和“潜在”多样性的作用对研究和从业者群体都具有重要意义。